ScholarWorks@UMassAmherst
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Graduate students filing for February 2025 degrees: We are now accepting submissions directly to ScholarWorks. Directions for submissions can be found in this guide. Please email scholarworks@library.umass.edu if you have any questions.
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Recent Submissions
Publication Uganda: Tororo Girls' School(Center for International Education, UMass Amherst, 1972-05)The Tororo Girls’ School (TGS) contract was signed in 1963 with the School of Education at UMass. CIE inherited and continued implementing the project after CIE was formed in 1968. UMass was charged with planning, construction, equipping, staffing and administration of the TGS. The project was jointly supported by USAID and the Government of Uganda. The school opened in 1965. UMass was responsible for developing the curriculum, training the staff, and administering the project. The School is a comprehensive secondary school combining academic subjects with vocational subjects. It has a capacity of 600 girls who can choose between streams in Home Economics, Commercial Skills and academic subjects, thus allowing them to go directly into jobs which require their skills.Publication South Sudan: (SBEP) Performance Monitoring Plan and Annual Report 2004=05(CARE International, 2005-12-20)CIE managed a $3.7 million SBEP sub-contract from CARE International from 2002 to 2007. The project had three major goals: Improving teacher training; increasing the capacity of schools to deliver quality education – especially for girls; and improving nonformal education opportunities for out-of-school youth and adult learners. This is an evaluation report and the annual report for 2004-2005Publication Guatemala: COMAL Subcontractor Final Technical Report(Center for International Education, UMass Amherst, 2000)This final technical report provides a detailed account of the role played by the Center for International Education (CIE) sub-contractor to Save the Children/USA (SC/USA) in the USAID-funded Community Mobilization and Literacy (COMAL) Project. Included in this report is a list of materials and documents developed by the Center and/or Center supervised staff. CIE played a major role in development of the conceptual framework for the COMAL Project. This included the development of the Integrated Community Literacy (ICL) methodology, vision and definition documents, training strategies and plans, ICL curriculum for initial literacy used as the basis for training and classroom practices as well as all training and literacy-learning materials shared by COMAL with counterparts. CIE was in charge of designing and developing all training plans and curriculum used for training local NGO partners. There were ultimately more than a dozen NGO partners including ADEJUC, FUNDAZUCAR, FUNDES, CRS – an umbrella for three smaller NGO’s, ADEJUC, FUNDAZUCAR, FUNDES, FUNRURAL, FUNDAP, COINDI and SHARE. CIE created two distinct but complementary training designs – one for the literacy workers and another for trainers that included specific training and TOT information.Publication Language-specific Intonation in Bilingual Palenquero/Spanish Speakers: A Prosodic Transition Between Two Generations(2024-09)It has been suggested that Palenquero/Spanish bilinguals use penultimate lengthening in a language specific way (Correa 2017), and that these bilinguals may disambiguate language in identification tasks by using intonational cues from the Palenquero creole (Lipski 2016). Nevertheless, it has also been argued that speakers use the same intonation in both languages (Correa 2017). This research study aims to determine to what extent two generational groups of Palenquero/Spanish bilinguals (young adult and elderly speakers) maintain their languages as intonationally and temporally distinct in statements, yes/no questions and wh-questions. Palenquero/Spanish bilinguals speak both a local variety of Caribbean Spanish, and Palenquero, an Afro-Hispanic creole which still preserves some of the phonotactic restrictions of their African ancestors. Flat or plateau-shaped intonation seems to be typical in Palenquero prosody, due apparently to a stress-driven (residual) high tone from an African language. It has not been made clear, however, whether Palenquero/Spanish bilinguals keep their languages prosodically differentiated. To this end, ten Palenquero/Spanish bilinguals participated in two unilingual discourse completion tasks, from which statements, yes/no questions, and wh-questions were elicited. Phrase-final lengthening was tested with linear mixed-effects models predicting vowel length in the stressed syllable of final trochees and iambs, from both young adult (μage = 39.5, SD = 1.97) and elderly bilinguals (μage = 64.3, SD = 5.44). Language-specific intonation was explored in the most important F0 variances, using Functional Principal Component Analysis. Despite the strong similarities between the two languages, results indicate that both groups keep their two languages intonationally distinct using plateau-shaped contours in Palenquero, and initial rises followed by steeper declinations in Spanish. However, elderly speakers not only implement penultimate lengthening language-specifically in statements and wh-questions—being more pronounced in Palenquero—but furthermore tend to produce final intonation in a language specific way across yes/no questions. It seems that the elderly might have overgeneralized the truncation rule followed by young adults, and found in other Spanish varieties, so that most of the elderly’s questions end in a “truncated" way. It means that elderly bilinguals exhibit a wider degree of prosodic differentiation between their languages, while young adults show a more simplified prosodic system between their languages, behaving in a way similar to other Spanish speakers in the Caribbean.Publication Media Vessels: An Archaeology of Electronic Media(2024-09)Media Vessels: An Archaeology of Electronic Media explores the role of media vessels in the evolution of electronic media, tracing their impact from eighteenth-century electrical experiments to the rise of digital media in the twentieth century. Utilizing media archaeology and the philosophy of technology, this dissertation presents a narrative that follows the development of technical objects used for signal relay, culminating in the emergence of user-friendly digital media. Departing from traditional focuses on high technology and hard sciences, this study shifts attention to the media vessel, a modest yet significant technology with feminist implications. By examining the dual role of media vessels as both carriers and holders, the dissertation investigates how electronic media evolved and how these vessels shaped interactions between technical objects, human bodies, and the technological milieu. Positioning media vessels as the center of analysis, this dissertation analyzes their impact on the design of technical systems and emergence of media users in the modern era. It argues that media vessels provide a crucial cultural and technical framework for the transmission, storage, and processing of information within electronic media systems. By exploring the historical significance of media vessels, this work encourages a reevaluation of media evolution and transformation.
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